A Survey of Computer Use by Public School Speech-Language Pathologists A questionnaire concerning computer applications was sent to 1,000 public school speech-language pathologists across the United States. Four hundred sixty-seven questionnaires were completed. Included in this article is an analysis of the applications for which computers are being used in the public schools, the types of hardware available, factors that ... Research Article
Research Article  |   January 01, 1996
A Survey of Computer Use by Public School Speech-Language Pathologists
Laura Beth McRay and James L. Fitch, PhD
 
Author Affiliations & Notes
  • Laura Beth McRay
    Department of Communication Disorders, 1199 Haley Center, Auburn University, Auburn, AL 36849
  • James L. Fitch, PhD
    Department of Communication Disorders, 1199 Haley Center, Auburn University, Auburn, AL 36849
  • Copyright © 1996 American Speech-Language-Hearing Association
Article Information
School-Based Settings / Research Articles
Research Article   |   January 01, 1996
A Survey of Computer Use by Public School Speech-Language Pathologists
Language, Speech, and Hearing Services in Schools, January 1996, Vol. 27, 40-47. doi:10.1044/0161-1461.2701.40
History: Received April 7, 1994 , Accepted January 11, 1995
 
Language, Speech, and Hearing Services in Schools, January 1996, Vol. 27, 40-47. doi:10.1044/0161-1461.2701.40
History: Received April 7, 1994; Accepted January 11, 1995
Web of Science® Times Cited: 3

A questionnaire concerning computer applications was sent to 1,000 public school speech-language pathologists across the United States. Four hundred sixty-seven questionnaires were completed. Included in this article is an analysis of the applications for which computers are being used in the public schools, the types of hardware available, factors that public school speech-language pathologists feel are important in choosing software, and the types and degree of training public school speech-language pathologists have had concerning computer applications.

ACKNOWLEDGMENT
The investigators wish to thank Laureate Learning, Incorporated, of Winooski, Vermont, for funding this research project.
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